Abstract:
Learning English as Second Language (ESL) or Foreign Language (EFL) is
considered as a challenging task and out of four skills; reading, listening, speaking
and writing, the ability to read in English and extract the meaning of a text has been
seen as an essential basic skill for ESL/EFL students. In this regard, most of the
students improved their reading comprehension after receiving explicit reading
strategy instruction which teaches how to utilize particular strategies in order to
improve reading comprehension. Hence, this study investigated the effect of explicit
reading strategy instruction on literal reading comprehension as most of the teachers
just test the knowledge of reading comprehension of the students rather than giving
instructions or teaching or monitoring students to comprehend texts by utilizing
reading strategies. The literal reading comprehension has been focused on this study
as it the basic step of comprehension levels which emphasis on directly stated ideas
in a text and it is necessary for beginner level like grade 10. Moreover, scanning and
skimming strategies which help to grasp the meaning of a text easily and quickly were
selected, as through those strategies the direct or literal meaning of a text can be
comprehended easily. Therefore, the objective of this study was to examine whether
explicit reading strategy instruction has an impact on literal reading comprehension.
The methodology in gathering information was tests and semi structured interview.
The sample compromised of 40 students aged between 14 and 15 years who were in
grade 10. The data were analyzed using quantitative and qualitative methods. The
results of both quantitative and qualitative data postulated that explicit reading
instruction has an impact on reading comprehension and students improved their
literal reading comprehension after receiving explicit reading strategy instruction.
